Delpit's article identifies the four problems of educating poor and culturally diverse children she believes educators need to resolve in order to achieve multiculturalism in the classroom. The first problem Delpit identifies is the culture clash that often exists between students and the school. According to Delpit (1995) this cultural clash is manifested in two ways, through teachers misreading students intents, and abilities as a result of a difference in language and interaction styles, and al... ... middle of paper ... ...'s Children, is an important tool in the education of teachers to help them to see teaching is not a politic-free practice that has little to do with social justice. Through reading multicultural theorists like Delpit, teachers are better prepared to deal with the issues like injustice and "remove the blinders built of stereotypes, mono-cultural instructional methodologies, ignorance, social distance biased research and racism" in the classrooms (Delpit, 1995, pg.69). Summary Delpit believes effective multicultural education for teachers is essential.
Is it possible that, in some cases, what appear to be academic or behavioral issues are simply a by-product of the language barrier they are experiencing? Could these students excel properly if given intense instruction and a chance to progress in a regular classroom? Research has shown that labeling English language learners is actually counterproductive, causing them to digress academically (Clark, Huang, Milczarski, & Raby, 2011). For this reason, it is imperative to consider reasons for certain academic struggles or behaviors rather than a learning disability, use effective strategies when giving instruction, and be sure all possible measures have been taken in the classroom before having them referred for special services. The focus on utilizing proper English makes ELLs look less competent than they actually are.
The filter goes up when the learner feels unmotivated or does not have the confidence needed and it goes down if the learner does not feel anxious and is motivated to become a member of the group (Du, 2009, p. 162). What we need is to find ways to use the ideas of Krashen’s hypothesis to help English language learners acquire their new language. As educators, it is necessary to get to know your students and figure out what motivates them to learn. Students may not be motivated to learn due to lack of interest or confidence in their abilities. Sometimes the teacher’s attitude can affect how a student learns and educators have to be aware of how their attitudes might hinder a student's chances of learning a new language.
In fact, motivation is not a simple process to do by the teacher (Dörnyei, 2001). Teacher should use a method that “when exercised, will make all students want to do their homework, come in for after-school help, and score well on their test and report cards (Dörnyei, 2001, p.13). Motivation is the important thing to make students success in learning language because
There are teachers who believe that in English language teaching, code–switching should be avoided, meanwhile others perceive code-switching as being a helpful teaching strategy in understanding components of the target language which is sometimes English. Irrespective of the opinions by teachers about which aspect should be favoured, it is crucial that the reasons which influence code-switching by teachers in English language learning classrooms be studied. This will assist other educators in making a better determination of whether to include or exclude code-switching in the language teaching process. Background to the Study Saint Lucia is a bilingual nation where Saint Lucian English and a French lexified-Creole (Kweyol) are widely spoken in similar domains. Contrary to English being the official language in Saint Lucia and the argument of whether the language situation is still diglossic, schools predominantly acknowledge the use of both languages by teachers and students in formal classroom discourse.
Language learners need to expose themselves to grammar learning to have a clearer point of view of grammar, more robust comprehension in language knowledge, and a more accurate use of the language construction. In this manner, grammar perceptions for learners’ view can be exemplified as an effectual way where they can expand their insightful knowledge of understanding the language. This contribution will eventually lead learners to produce logical sentences with exact utilisation of linguistic rules and ultimately express the acceptable denotation. This position concludes grammar, an indispensable component of language learning, needs to be acquired by every language
In the process of teaching and learning, textbooks are of great value and effect. Textbooks are considered an essential component of any English as a foreign language (EFL) course so that the use of EFL published materials is more widespread than ever (Zohrabi, Sabouri, & Behroozian, 2012). In practice, textbooks serve teachers with guidelines concerning syllabi, teaching methodologies, and the materials to be taught. In order to select the best appropriate text, material developers should pay special attention to develop teaching materials. Textbooks are valuable in each language classroom, have several roles in English Language Teaching (ELT) curriculum, and help the process of language teaching and learning.
Wlodwoski (1999) defines motivation as “the process that can (a) arouse and instigate behavior, (b) give direction or purpose to behavior, (c) continue to allow behavior to persist, and (d) lead to choosing or preferring a particular behavior”. Based on the previous statement, those are some of the reason of the importance of working on students’ motivation as well as choosing the correct material to present to students in order to encourage them to learn and produce a foreign language. Because of lack of students’ motivation to speak English in speaking lessons, there will be implemented dynamic classes with the use of authentic material in order to make them feel in a comfortable rapport throughout English classes. Authentic material, a meaningful teaching technique throughout ESL classes. According to Larsen-Freeman (2000), one of the characteristics of the communicative language teaching is the use of authentic materials, “it is necessary to give language learners opportunities to learn the language in the way how it is actually used in the real world.” Based on the previous statement, there are some concepts of “authentic material” according to so... ... middle of paper ... ...D. 2000.
A deductive approach focuses on the rule that is to be taught and then how to apply it. In this approach the teacher is at the centre of the class. An inductive approach focuses more on teaching the rules in a real language context, to understand the structures of a language rather than naming them. There is debate amongst educators whether or not grammar should be taught inductively or deductively. Brown (2007) however, states that an inductive approach is more appropriate due to that it is “more in keeping with natural language acquisition” and “it allows students to get a communicative 'feel' fo... ... middle of paper ... ... instead.
In the process of teaching and learning, textbooks are of great value and effect. Textbooks are considered an essential component of any EFL course so that the use of EFL published materials is more widespread than ever (Zohrabi, Sabouri & Behroozian, 2012). In practice, textbooks serve teachers with guidelines concerning syllabi, teaching methodologies, and the materials to be taught. In order to select the best appropriate text, material developers should pay special attention. Textbooks are valuable in each language classroom, and they have several roles in English Language Teaching (ELT) curriculum and help the process of language teaching and learning.